Plastic Cleanup Engineering & Design Lesson Plan
This STEAM-focused mission, designed for students in grades 3-5, addresses plastic pollution in rivers and oceans, the impact on marine life such as sea turtles, and the role of engineering and design in creating solutions to tackle this environmental issue. Students will engage with all aspects of STEAM (Science, Technology, Engineering, Art, and Mathematics) as they learn about the problem and work to develop their own green technology solution. Students will learn about existing green technology solutions like the Interceptor and FRED and engage in the engineering design process to develop their own solution for cleaning up plastic waste from waterways.
S.T.E.A.M.
Science:
Begin the lesson by discussing the problem of plastic pollution, its effects on marine life, and Earth’s systems. Explain how plastic waste travels through rivers and how human activities contribute to plastic pollution. Discuss the different types of plastics, their properties, and the process of degradation. Explore the concept of renewable and nonrenewable resources and the importance of sustainable solutions.
Technology:
Introduce the Interceptor and FRED as examples of green technology solutions that help clean up plastic waste. Encourage students to research existing technologies and identify areas for improvement.
Engineering:
Explain to students that their goal for this lesson is to design a green technology solution to tackle plastic pollution in rivers or oceans. Provide students with various building materials, such as cardboard, foam, scissors, tape, and glue, to help them create prototypes of their designs. Encourage them to think creatively and critically about how their solution can efficiently collect plastic waste from the water while minimizing harm to the environment and marine life. Students can work individually or in small groups to brainstorm and sketch out their ideas before moving on to building their prototypes.
Art:
Emphasize the importance of communication and visual representation in the design process. Encourage students to sketch their ideas and create drawings or diagrams that explain their solutions. Remind students that communicating their ideas effectively, both within their design group and to the rest of the class, is an essential aspect of the design process.
Mathematics:
As students develop their prototypes, encourage them to use mathematical concepts such as measurement, scale, and geometry to refine their designs. This will help ensure that their solutions are efficient and well-planned.
Design Phase
Divide students into small groups and provide a list of plastic debris collection strategies they can implement in their system. Choose any of these you think are appropriate for your class and grade, and allow your students to choose one, or a combination of strategies they would like to design a machine for. Encourage students to think critically and ask questions about the potential benefits and drawbacks of each strategy. Some ideas include:
Surface skimmer: A floating device that skims the surface of the water, collecting plastic debris using a net or conveyor belt system.
Barrier trap: A strategically placed barrier that captures plastic swept up in currents, guiding it into a collection area for later removal.
Pulley system: A device that uses pulleys to pull plastic debris from the water, either by lifting it out or by pulling it towards a collection area.
Suction-based collector: A machine that uses a gentle suction system to draw plastic debris into a collection chamber, filtering out water and leaving the waste behind.
Underwater vacuum: A submersible device that can navigate underwater and collect plastic debris from the ocean floor using a suction mechanism or a grabbing arm.
Floating mesh: A large mesh screen designed to float on the water’s surface and catch plastic debris as it drifts by, allowing water to pass through while retaining the waste.
Robotic cleaner: An autonomous, self-navigating robot that can identify and collect plastic waste from water bodies using a combination of sensors and collection mechanisms.
Wave-powered collector: A device that harnesses the energy of ocean waves to power a plastic collection system, such as a conveyor belt or a series of nets.
Microplastic filter: A filtration system that can be installed in waterways to capture and remove microplastics before they reach larger bodies of water.
Aquatic drone: A remotely operated or autonomous drone that can patrol water bodies, identifying and collecting plastic debris using sensors and specialized collection tools.
Choose any of these you think are appropriate for your class and grade, and allow your students to choose one, or a combination of strategies they would like to design a machine for.
Communication Phase
Learning STEAM engineering and design skills is important for kids, but it’s also key for them to be able to share their ideas with others. Being able to explain their ideas clearly helps teammates, users, and the broader audience understand and support their work.
Have each group present their system to the class. If appropriate, you can also have groups demonstrate or test their prototypes. Here are some ideas for testing/presenting prototypes:
Diorama:
Once students have agreed on their design, instruct them to create a prototype or diorama to demonstrate their ideas. This can be done using a variety of materials, such as cardboard, paper, clay, or even recycled materials. Encourage creativity and collaboration as students work together to bring their plastic collection system to life, incorporating elements of art and design.
Water environment: If the students’ prototype can be placed in water, then great! Each group will take turns presenting their prototype to the class, explaining how it works, and highlighting its unique features. Then, they will place their prototype in the water, and demonstrate how it effectively collects the plastic debris. This hands-on testing experience will allow students to observe their prototype’s performance in a real-life scenario, while also providing valuable feedback for potential improvements and inspiring further innovation.
Tabletop simulation: Set up a tabletop area to represent a water body, with blue fabric or paper as the “water.” Scatter small, lightweight plastic items or cut-outs on the surface to represent plastic debris. Students can use their prototypes to demonstrate how their design would collect the plastic waste from this simulated environment.
Airflow simulation: Use a fan or a hairdryer to create an airflow that simulates water currents. Place lightweight plastic items or cut-outs on a flat surface and have students use their prototypes to demonstrate how their design captures plastic debris in the presence of currents. This method helps students understand the challenges posed by moving water and adapt their designs accordingly.
Stop-motion or animated demonstration: If building a physical prototype is not feasible, students can create a stop-motion or animated video demonstrating their design’s functionality. This allows them to showcase their ideas and explain how their technology would work in a real-world environment without the need for physical testing.
Standards
Creating
Students generate and execute original ideas by designing and building prototypes, integrating artistic and engineering elements to foster creativity and problem-solving skills.
Presenting
Students critique the effectiveness, creativity, and environmental impact of the designs, developing an analytical approach to art as a functional tool for real-world applications.
Responding
Students articulate their design concepts and the environmental purposes of their solutions during class presentations, emphasizing the integration of aesthetics and functionality.
Connecting
This project ties art and environmental science together, encouraging students to apply creative skills to address environmental issues, demonstrating art’s role in societal and technological advancements.
3-LS4-4 (Biological Evolution: Unity and Diversity)
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
4-ESS3-1 (Earth and Human Activity)
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
5-PS1-3 (Matter and Its Interactions)
Make observations and measurements to identify materials based on their properties.
3-5-ETS1-1 (Engineering Design)
Identify the criteria and constraints of a design by considering scientific principles and potential impacts on people and the natural environment.
3-5-ETS1-2 (Engineering Design)
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
3-5-ETS1-3 (Engineering Design)
Plan and carry out fair tests to improve their designs and address plastic pollution.
Conclusion & Assessment
Conclude the lesson by summarizing the key concepts and discussing the importance of innovative solutions like the Interceptor and FRED in cleaning up our ocean ecosystems, and protecting species like sea turtles. Encourage students to continue exploring these topics and consider ways they can preventing plastic pollution in their own communities, using their STEAM skills to create positive change.
Grade 3
Emphasize the engineering design process and teamwork. Encourage students to communicate and collaborate effectively, sharing their ideas and suggestions. Focus on the importance of persistence and learning from trial and error as students develop their prototypes.
Grade 4
Incorporate Earth science concepts such as erosion, weathering, and the impact of human activities on the environment. Discuss the importance of reducing plastic pollution and the role of engineering and design in creating sustainable solutions. Encourage students to research existing technologies and identify areas for improvement.
Grade 5
Delve into the properties of materials and their effects on the environment. Discuss the different types of plastics, their properties, and the process of degradation. Explore the concept of renewable and nonrenewable resources and the importance of sustainable solutions.
This interactive, hands-on lesson plan for students in grades 3-5 will help them understand the importance of addressing plastic pollution and its impact on Earth’s systems while engaging them in the engineering design process, fostering creativity, and problem-solving skills. By incorporating elements of STEAM, students will develop a well-rounded understanding of the interdisciplinary nature of solving environmental issues like plastic pollution.